Unit 1: The Three Worlds: Native Americans, … 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Grade 4 Integrated Social Studies/English Language Arts Curriculum

Unit 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS

Grade 4 Integrated Social Studies/English Language Arts Curriculum New York State History and Government











Name: _____________________________________Date: ____________________________

Listening Activity

Directions: Listen to the legend “Spirit of the Corn.” It will be read twice. During the reading you should take notes. After listening to the passage twice, answer the following questions in complete sentences.

1. Name two wasteful things the people did with their crops.

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2. Instead of preparing for the winter, what did the people do with their corn? ___________________________________________________________________________

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3. What happened when the people went to hunt for meat?

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4. When the people returned home to get their corn, what did they find?

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5. What did the one good man of the village find in a clearing in the woods?

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6. What did the small person represent?

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7. What lesson did the people learn from the Spirit of the Corn?

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Grade 4 English Language Arts Rubric Chart Listening/Writing and Reading/Writing

Quality 4 Responses at this level:

3 Responses at this level:



Meaning: The extent to which the response exhibits understanding and interpretation of the task and the text(s)

Taken as a whole: • fulfill all or most

requirements of the tasks • address the theme or key

elements of the text • show an insightful

interpretation of the text • make connections beyond

the text

Taken as a whole: • fulfill some requirements of

the tasks • address many key elements

of the text • show a predominantly

literal interpretation of the text

• make some connections

Taken as a whole: • fulfill some requirements of

the tasks • address basic elements of

the text, but the connections may be weak

• show some misunderstanding of the text or reflect gaps in the student’s understanding of the text as a whole

Taken as a whole: • fulfill few requirements of

the tasks • miss basic elements of the

text • show evidence that the

student understood only parts of the text

• make few, if any, relevant connections

Development: The extent to which ideas are elaborated, using specific and relevant evidence from the text(s)

Taken as a whole: • develop ideas fully with

thorough elaboration • make effective use of

relevant and accurate examples from the text

Taken as a whole: • may be brief, with little

elaboration, but are sufficiently developed to answer the questions

• provide some relevant examples and details from the text

• may include some minor inaccuracies

Taken as a whole: • may begin to answer the

questions but are not sufficiently developed

• may provide some relevant text-based examples and details

• may include some inaccurate information

Taken as a whole: • may include a few accurate

details

Organization: The extent to which the response exhibits direction, shape, and coherence

The extended response: • establishes and maintains a

clear focus • shows a logical, coherent

sequence of ideas through the use of appropriate transitions or other devices

The extended response: • is generally focused, though

may include some irrelevant details

• shows a clear attempt at organization

The extended response: • may attempt to establish a

focus • show some attempt at

organization • may include some

irrelevant details

The extended response: • may focus on minor details

or lack a focus • shows little or no

organization

Language Use: The extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety

The extended response: • is fluent and easy to read,

with vivid language and a sense of engagement or voice

• is stylistically sophisticated, using varied sentence structure and challenging vocabulary

The extended response: • is readable, with some sense

of engagement or voice • uses some sentence variety

and basic vocabulary

The extended response: • is mostly readable, but with

little sense of engagement or voice

• uses only simple sentences and basic vocabulary

The extended response: • is often repetitive, with

little or no sense of engagement or voice

• uses minimal vocabulary

SCORE POINT 0 = The responses are completely incorrect, irrelevant, or incoherent.



Name ______________________________________________

What We Know About Native Americans What did the Native Americans use in their environment?

What did they use for shelter?

What did they eat? Where did they get their food?

What materials did they use for clothing?

What did they use from nature to create their tools and weapons?



Name ________________________________________________ Topic Iroquois Algonquian Food

Clothing

Shelter

Tools/ Weapons

Recreation

Beliefs/ Customs

Tribal Organization

Practice for the English Language Arts Book 2 Listening and Writing

Based on the Sample Test 2005 “The Chipmunk and the Bear”

Directions In this part of the test you are going to listen to a story called “The Chipmunk and the Bear.” Then you will answer some questions about the story. You will listen to the story twice. The first time you hear the story, listen carefully, but do not take notes. As you listen to the story the second time, you may want to take notes. Use the space below and on the next page for your notes. You may use these notes to answer the questions that follow. Your notes on these pages will NOT count toward you final score.

Notes

Go On

Notes

STOP

A Bear was walking along and met a Chipmunk who asked him a question. Complete the chart below with the missing steps.

THE CHIPMUNK AND THE BEAR

r

Go On

All Chipmunks have three pale scars on their backs.

Chipmunk asks Bear, “Can you stop the sun from rising in

the morning”

What happened the next morning? How did Bear and Chipmunk feel? What did Bear do? Use details from the story to support your answer. ________________________________________________________________________

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Go On

Planning Page

You may PLAN your writing for the question on the next page here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward you final score. Write your final answer on the last two pages.

Check your writing for correct grammar, capitalization, and punctuation. ________________________________________________________________________

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Go On

How does Bear act at the beginning of the story? How does he act at the end? What happened that made Bear change? Use details from the story to support your answer. In your answer, be sure to include

o how Bear acts at the beginning of the story o how Bear acts at the end of the story o what happened that makes Bear change o details from the story to support your answer

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Documents

Unit 1: The Three Worlds: Native Americans, … 1: The Three Worlds: Native Americans, Europeans and Africans Meet in NYS Grade 4 Integrated Social Studies/English Language Arts Curriculum